In addition to responding the questions submitted by readers, now and then I pose a question that’s been on my mind and that I believe others might find interesting. This is a week for one of those questions, and it’s:
How can you tell the difference between good and bad education research?
Colleagues in the Teacher Leaders Network and I have previously written about the importance of having a certain amount of healthy skepticism about research in the field, and I’ve written about the importance of being data-informed instead of being data-driven.
Even then, though, we need to be careful about which data is informing us, and how it is being interpreted.
Please share your responses in the comments, or, if you prefer, feel free to email them to me.
Anyone whose question is selected for this weekly column can choose one free book from a selection of twelve published by Eye On Education.
You can send questions to me at firstname.lastname@example.org.When you send in your question, let me know if I can use your real name if it’s selected or if you’d prefer remaining anonymous and have a pseudonym in mind.
The opinions expressed in Classroom Q&A With Larry Ferlazzo are strictly those of the author(s) and do not reflect the opinions or endorsement of Editorial Projects in Education, or any of its publications.